4.3. Resultados de las dimensiones de la variable organización
4.3.3. Jerarquización
The interactive read aloud provides an instructional context for studying topics, themes,
genre, text types, text features, and literary elements. Teachers are encouraged to stop
and address these aspects of text as well as demonstrate close reading, finding and citing
textual evidence, and engaging in the deep and thoughtful analysis of text.
Range of Reading and Level of Text Complexity
10. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.
Comprehension Clubs offers students a range of informational texts that are organized
around six strands that work together in an upward spiral across the grades that include
social studies and science.
Students read a variety of stories of appropriate complexity for grade 4-5 with
embedded scaffolding. For example:
The Yellow Star
March On! The Day My Brother Martin Changed the World
Freedom on the Menu
Twenty and Ten
X-Treme X-Ray: See the World Inside Out!
Bones
Charles Drew
Skulls and Skeletons (24/7 Science Behind the Scenes: Forensic Files)
Burp! The Most Interesting Book You'll Ever Read About Eating
Reading: Foundational Skills Phonics and Word Recognition
3. Know and apply grade-level phonics and word analysis skills in decoding words.
Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
In the Comprehension Clubsteaching guide section,Thinking Within the Text, teachers
are reminded that thinking within the text includes the strategic actions readers use to
process the text and gain a satisfactory literal meaning of the text. Text matters and
readers need to account for the facts in an informational text. It’s from this base that
readers are able to extend and refine their understanding. When readers think within the
text, they gather basic information from the text and determine its basic meaning. To do
so, readers must process the text by: Solving Words Decoding words and using word
meaning and what they know about language.
Grade 5 Fluency
4. Read with sufficient accuracy and fluency to support comprehension.
Read grade-level text with purpose and understanding. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression.
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
The teaching guide prompts teachers to assist students in processing the text by
adjusting fluency: Adjusting reading speed and technique according to the type of text
and purpose for reading and by Maintaining Fluency by integrating multiple sources of
information in a seamless flow that enables expressive, correctly phrased reading.
Comprehension Clubs has Books on Tape available to teachers,.
In this way, they learn about fluency, expression, and reading at an appropriate rate.
Fluency and pace affect comprehension.
Language
Conventions of Standard English
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Explain the function of conjunctions, prepositions, and
interjections in general and their function in particular sentences. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.
Use verb tense to convey various times, sequences, states, and conditions.
Recognize and correct inappropriate shifts in verb tense.* Use correlative conjunctions (e.g., either/or, neither/nor).
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Use punctuation to separate items in a series.*
Use a comma to separate an introductory element from the rest of the sentence.
Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?).
Use underlining, quotation marks, or italics to indicate titles of works.
Spell grade-appropriate words correctly, consulting references as needed.
All texts in Comprehension Clubs share certain essential reading components. Readers
must solve the words, recognize how the text is organized (the text structure), make
sense of the sentences and paragraphs (language structure), and understand what they
are reading.
Comprehension Clubs has Books on Tape available to teachers,.
Struggling readers and English Language Learners need help with fluency and
comprehension as well as building their confidence to handle both. One of the most
effective ways to help is to invite them to read along with an audio tape of the book. In
this way, they learn about fluency, expression, and reading at an appropriate rate. They
also learn about the role of punctuation and how the various punctuation marks they
encounter while reading affect their reading style and pace. Fluency and pace affect
comprehension.
Knowledge of Language
3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.
All texts in Comprehension Clubs share certain essential reading components. Readers
must solve the words, recognize how the text is organized (the text structure), make
sense of the sentences and paragraphs (language structure), and understand what they
are reading.
Vocabulary Acquisition and Use
Grade 5
meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.
Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).
Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Interpret figurative language, including similes and metaphors, in context.
Recognize and explain the meaning of common idioms, adages, and proverbs.
Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words. 6. Acquire and use accurately grade-appropriate general
academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).
Thinking within the text during the interactive read-aloud is an effective structure in
which to explore academic vocabulary.
During interactive read aloud students are encouraged to use suitable words when
talking about a text.
Writing
Text Types and Purposes
1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.
Provide logically ordered reasons that are supported by facts and details.
Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).
Provide a concluding statement or section related to the opinion presented.
2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
In Book Clubs, students are in charge of their own thinking and writing. They have a
chance to share what they think within, beyond, and about a text, in written form in their
Reader’s Notebook. In their Reader’s Notebooks, students list questions, opinions and
textural evidence to support their opinions. Students record their information in the
three-part thinking frame: within the text, beyond the text, and about the text .In the
Read-Aloud texts there is a Write and Respond section that provides writing and
drawing activities.
The Comprehension Clubs program uses reading and writing as mutually supportive,
integrated language processes and students learn to process fiction and informational
text across a broad range of text types.
Grade 5
Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). Use precise language and domain-specific vocabulary to inform about or explain the topic.
Provide a concluding statement or section related to the information or explanation presented.
3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.
Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
Use concrete words and phrases and sensory details to convey experiences and events precisely.
Provide a conclusion that follows from the narrated experiences or events.
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.